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9e9c56a0_ide_to_the_Albert_Park_circuit__English | [Spanish] refrigeración [English] | cooling system | [] | Spanish Wednesday: 30th March 2011 // Your English/Spanish guide to the Albert Park circuit | English | https://sidepodcast.com/post/spanish-wednesday-30th-march-2011 | 31/1438042988924.75_20150728002308-00255-ip-10-236-191-2_893237110_0.json |
9e9c56a0_ide_to_the_Albert_Park_circuit__English | [Spanish] adelantamiento [English] | advance / progress / improvement | [] | Spanish Wednesday: 30th March 2011 // Your English/Spanish guide to the Albert Park circuit | English | https://sidepodcast.com/post/spanish-wednesday-30th-march-2011 | 31/1438042988924.75_20150728002308-00255-ip-10-236-191-2_893237110_0.json |
9e9c56a0_ide_to_the_Albert_Park_circuit__English | [Spanish] brusco/a [English] | jerky | [] | Spanish Wednesday: 30th March 2011 // Your English/Spanish guide to the Albert Park circuit | English | https://sidepodcast.com/post/spanish-wednesday-30th-march-2011 | 31/1438042988924.75_20150728002308-00255-ip-10-236-191-2_893237110_0.json |
6d49aa95__Similarities_of_SW_and_Willow__Description | [Star Wars] Luke [Willow] Willow [Description] | They both were farmers and they learn to use their power against tyranny. | [] | Echo Station: Similarities of SW and Willow | Description | http://www.echostation.com/editorials/willow.htm | 31/1438042989018.48_20150728002309-00200-ip-10-236-191-2_428446874_1.json |
6d49aa95__Similarities_of_SW_and_Willow__Description | [Star Wars] The Force [Willow] Magic [Description] | Mystic powers which develop throughout the adventure. | [] | Echo Station: Similarities of SW and Willow | Description | http://www.echostation.com/editorials/willow.htm | 31/1438042989018.48_20150728002309-00200-ip-10-236-191-2_428446874_1.json |
6d49aa95__Similarities_of_SW_and_Willow__Description | [Star Wars] Palpatine [Willow] Bavmorda [Description] | The tyrannical leader, who plans to dominate the universe. Masters of the mystic power. | [] | Echo Station: Similarities of SW and Willow | Description | http://www.echostation.com/editorials/willow.htm | 31/1438042989018.48_20150728002309-00200-ip-10-236-191-2_428446874_1.json |
6d49aa95__Similarities_of_SW_and_Willow__Description | [Star Wars] Obi-Wan [Willow] Aldwin [Description] | Both are the first Mentors of the respective heroes, and in both cases they're not the ones to finish the training, leaving it to Yoda / Fin Raziel | [] | Echo Station: Similarities of SW and Willow | Description | http://www.echostation.com/editorials/willow.htm | 31/1438042989018.48_20150728002309-00200-ip-10-236-191-2_428446874_1.json |
6d49aa95__Similarities_of_SW_and_Willow__Description | [Star Wars] Han Solo [Willow] Madmartigan [Description] | The mercenary. They start as criminals, but they finally join the cause. They're skeptical about the mystic powers. | [] | Echo Station: Similarities of SW and Willow | Description | http://www.echostation.com/editorials/willow.htm | 31/1438042989018.48_20150728002309-00200-ip-10-236-191-2_428446874_1.json |
6d49aa95__Similarities_of_SW_and_Willow__Description | [Star Wars] Vader [Willow] General Kael [Description] | Tyrant's right hand. Both of them wear a a mask which produces fear. | [] | Echo Station: Similarities of SW and Willow | Description | http://www.echostation.com/editorials/willow.htm | 31/1438042989018.48_20150728002309-00200-ip-10-236-191-2_428446874_1.json |
6d49aa95__Similarities_of_SW_and_Willow__Description | [Star Wars] Yoda [Willow] Fin Raziel [Description] | Masters of the hero, the ones who make his powers develop. They have an appearance of weakness, which hides their inner power. | [] | Echo Station: Similarities of SW and Willow | Description | http://www.echostation.com/editorials/willow.htm | 31/1438042989018.48_20150728002309-00200-ip-10-236-191-2_428446874_1.json |
6d49aa95__Similarities_of_SW_and_Willow__Description | [Star Wars] C-3PO and R2-D2 [Willow] The Brownies [Description] | The hero's companions, who get him out of some danger. They give the humor touch. | [] | Echo Station: Similarities of SW and Willow | Description | http://www.echostation.com/editorials/willow.htm | 31/1438042989018.48_20150728002309-00200-ip-10-236-191-2_428446874_1.json |
6d49aa95__Similarities_of_SW_and_Willow__Description | [Star Wars] Lando [Willow] Airk [Description] | The mercenary's old friend. He starts betraying him, but joins later. | [] | Echo Station: Similarities of SW and Willow | Description | http://www.echostation.com/editorials/willow.htm | 31/1438042989018.48_20150728002309-00200-ip-10-236-191-2_428446874_1.json |
6d49aa95__Similarities_of_SW_and_Willow__Description | [Star Wars] Alderaan [Willow] Tir Asleen [Description] | The initial destination, where believe they will be safe. When they arrive there, they find it destroyed. | [] | Echo Station: Similarities of SW and Willow | Description | http://www.echostation.com/editorials/willow.htm | 31/1438042989018.48_20150728002309-00200-ip-10-236-191-2_428446874_1.json |
6d49aa95__Similarities_of_SW_and_Willow__Description | [Star Wars] Leia [Willow] Shorsha [Description] | Daughters of the "bad one", the one they fight against. They fall in love with the mercenary. | [] | Echo Station: Similarities of SW and Willow | Description | http://www.echostation.com/editorials/willow.htm | 31/1438042989018.48_20150728002309-00200-ip-10-236-191-2_428446874_1.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] Beauty is in the eye of the beholder [An Example (from us)] Find out what is already happening locally before starting any project [Principle] | Observe and interact | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] Make hay while the sun shines [An Example (from us)] Use the energy that is inspired by transition model – create lots of ways for people ways to join and give support [Principle] | Catch and store energy | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] You can’t work on an empty stomach [An Example (from us)] Harvest ideas at events with post-its or flip charts [Principle] | Obtain a yield | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] The sins of the fathers are visited on the children unto the seventh generation [An Example (from us)] Create spaces where your community can let you know what they think; include evaluation and evolution in your plans [Principle] | Apply self regulation and accept feedback | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] Let nature take its course [An Example (from us)] Work with existing currents, trends and projects where possible. [Principle] | Use and value renewable resources and services | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] A stitch in time saves nine.. Waste not, want not [An Example (from us)] Use psychological awareness to avoid conflict where possible [Principle] | Produce no waste | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] Can’t see the wood for the trees [An Example (from us)] Energy descent planning – strategic as well as micro [Principle] | Design from patterns to details | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] Many hands make light work [An Example (from us)] Partnership partnership partnership! [Principle] | Integrate rather than segregate | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] The bigger they are the harder they fall. Slow and steady wins the race [An Example (from us)] Allow groups time to form and grow before expecting action [Principle] | Use small and slow solutions | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] Don’t put all your eggs in one basket [An Example (from us)] “Both.. and” rather than “either/or” - let’s do it your way and my way [Principle] | Use and value diversity | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] Don’t think you are on the right track just because it is a well beaten path [An Example (from us)] The boundaries between systems are interesting places – between existing and new movements, council and business, young and old. [Principle] | Use edges and value the marginal | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
1c8bc815_ystems___Transition_California__Principle | [Catch Phrase] Vision is not seeing things as they are but as they will be [An Example (from us)] Keep the vision open, active and creative – don’t tie it down or stop it evolving. [Principle] | Creative use and respond to change | [] | Permaculture Principles and Characteristics of Resiliant Systems - Transition California | Principle | http://www.transitiontownsca.org/page/permaculture-principles-and | 20/1438044160065.87_20150728004240-00232-ip-10-236-191-2_771138357_0.json |
82dd9850_Pronouns__miscellaneous__Object | [Subject] I [Object] | me | [
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[
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"o",
"u"
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[
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"t"
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[
"u",
"s"
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[
"t",
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"m"
]
] | Pronouns: miscellaneous | Object | http://www.aliscot.com/bigdog/pronouns.htm | 20/1438042987174.71_20150728002307-00245-ip-10-236-191-2_284141526_1.json |
82dd9850_Pronouns__miscellaneous__Object | [Subject] you [Object] | you | [
[
"m",
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"t"
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[
"u",
"s"
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[
"t",
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]
] | Pronouns: miscellaneous | Object | http://www.aliscot.com/bigdog/pronouns.htm | 20/1438042987174.71_20150728002307-00245-ip-10-236-191-2_284141526_1.json |
82dd9850_Pronouns__miscellaneous__Object | [Subject] he [Object] | him | [
[
"m",
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[
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[
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[
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[
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"e",
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] | Pronouns: miscellaneous | Object | http://www.aliscot.com/bigdog/pronouns.htm | 20/1438042987174.71_20150728002307-00245-ip-10-236-191-2_284141526_1.json |
82dd9850_Pronouns__miscellaneous__Object | [Subject] she [Object] | her | [
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[
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[
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] | Pronouns: miscellaneous | Object | http://www.aliscot.com/bigdog/pronouns.htm | 20/1438042987174.71_20150728002307-00245-ip-10-236-191-2_284141526_1.json |
82dd9850_Pronouns__miscellaneous__Object | [Subject] it [Object] | it | [
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[
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[
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[
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] | Pronouns: miscellaneous | Object | http://www.aliscot.com/bigdog/pronouns.htm | 20/1438042987174.71_20150728002307-00245-ip-10-236-191-2_284141526_1.json |
82dd9850_Pronouns__miscellaneous__Object | [Subject] we [Object] | us | [
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[
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"t"
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[
"u",
"s"
],
[
"t",
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"e",
"m"
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] | Pronouns: miscellaneous | Object | http://www.aliscot.com/bigdog/pronouns.htm | 20/1438042987174.71_20150728002307-00245-ip-10-236-191-2_284141526_1.json |
82dd9850_Pronouns__miscellaneous__Object | [Subject] they [Object] | them | [
[
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[
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"o",
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[
"h",
"i",
"m"
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[
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[
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[
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"s"
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[
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] | Pronouns: miscellaneous | Object | http://www.aliscot.com/bigdog/pronouns.htm | 20/1438042987174.71_20150728002307-00245-ip-10-236-191-2_284141526_1.json |
a6913126__Q155__relative_adverb_pronoun__use | [relative pronoun] who [example] I told you about the woman who lives next door. [use] | subject or object pronoun for people | [] | Ask About English: AAE Q155: relative adverb/pronoun | use | http://askaboutenglish.blogspot.com/2010/08/aae-q155-relative-adverbpronoun.html | 20/1438042987174.71_20150728002307-00088-ip-10-236-191-2_20097546_0.json |
a6913126__Q155__relative_adverb_pronoun__use | [relative pronoun] which [example] Do you see the cat which is lying on the roof? [use] | subject or object pronoun for animals and things | [] | Ask About English: AAE Q155: relative adverb/pronoun | use | http://askaboutenglish.blogspot.com/2010/08/aae-q155-relative-adverbpronoun.html | 20/1438042987174.71_20150728002307-00088-ip-10-236-191-2_20097546_0.json |
a6913126__Q155__relative_adverb_pronoun__use | [relative pronoun] which [example] He couldn’t read which surprised me. [use] | referring to a whole sentence | [] | Ask About English: AAE Q155: relative adverb/pronoun | use | http://askaboutenglish.blogspot.com/2010/08/aae-q155-relative-adverbpronoun.html | 20/1438042987174.71_20150728002307-00088-ip-10-236-191-2_20097546_0.json |
a6913126__Q155__relative_adverb_pronoun__use | [relative pronoun] whose [example] Do you know the boy whose mother is a nurse? [use] | possession for people animals and things | [] | Ask About English: AAE Q155: relative adverb/pronoun | use | http://askaboutenglish.blogspot.com/2010/08/aae-q155-relative-adverbpronoun.html | 20/1438042987174.71_20150728002307-00088-ip-10-236-191-2_20097546_0.json |
a6913126__Q155__relative_adverb_pronoun__use | [relative pronoun] whom [example] I was invited by the professor whom I met at the conference. [use] | object pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who) | [] | Ask About English: AAE Q155: relative adverb/pronoun | use | http://askaboutenglish.blogspot.com/2010/08/aae-q155-relative-adverbpronoun.html | 20/1438042987174.71_20150728002307-00088-ip-10-236-191-2_20097546_0.json |
a6913126__Q155__relative_adverb_pronoun__use | [relative pronoun] that [example] I don’t like the table that stands in the kitchen. [use] | subject or object pronoun for people, animals and things in defining relative clauses (who or which are also possible) | [] | Ask About English: AAE Q155: relative adverb/pronoun | use | http://askaboutenglish.blogspot.com/2010/08/aae-q155-relative-adverbpronoun.html | 20/1438042987174.71_20150728002307-00088-ip-10-236-191-2_20097546_0.json |
6a4f4a19_Poetry_Form___The_Rengay__rengay | [Characteristic] Architecture: Starting and ending. [renku] A renku has a clear beginning and a closure, akin to a butterfly's seemingly random flight from one blossom to another. The poets are mindful of the overall structure of the poem, by making each link a definite wing beat (to continue the simile) along the way to the alighting place that is not yet know. The last link is recognized as being connected to the opening link (the hokku). [rengay] | The rengay, being short and theme-based, has links like the ribs of a parasol with the theme of the rengay at the hub. There is typically no overall progression. | [] | Poetry Form - The Rengay | rengay | http://www.baymoon.com/~ariadne/form/rengay.htm | 20/1438042987174.71_20150728002307-00233-ip-10-236-191-2_314898107_9.json |
6a4f4a19_Poetry_Form___The_Rengay__rengay | [Characteristic] Prescribed links. [renku] To guide renku poets, recipes have been developed, such as inviting an honored guest to contribute the opening stanza (the hokku), whom the hokku writer recognizes in the stanza, while also referencing the season when the poem is written. Other links are required to reference the moon or flowers, or one of the seasons. [rengay] | The rengay uses no recipe for what types of links (such as compliments to the host, or special topics like the moon or love) appear anywhere. | [] | Poetry Form - The Rengay | rengay | http://www.baymoon.com/~ariadne/form/rengay.htm | 20/1438042987174.71_20150728002307-00233-ip-10-236-191-2_314898107_9.json |
6a4f4a19_Poetry_Form___The_Rengay__rengay | [Characteristic] Reference. [renku] The renku traditionally references the season when the poem is written, the current location, and the circumstances of composition. [rengay] | The rengay does not necessarily refer to the current season, location, or circumstances of writing. | [] | Poetry Form - The Rengay | rengay | http://www.baymoon.com/~ariadne/form/rengay.htm | 20/1438042987174.71_20150728002307-00233-ip-10-236-191-2_314898107_9.json |
6a4f4a19_Poetry_Form___The_Rengay__rengay | [Characteristic] Length. [renku] The renku is longer, with 36 links being popular. Historic renga of 1000 verses and more are recorded. [rengay] | The rengay is brief (6 verses). [Werner Reichhold in his essay A Few More Words About Symbiotic Poetry bridles against Garry Gay's creation of such a short form: "The dynamics between collaborating partners don't have enough time to develop." Ariadne's Web, however, believes poets that enjoy the rengay appear to have enough time.] | [] | Poetry Form - The Rengay | rengay | http://www.baymoon.com/~ariadne/form/rengay.htm | 20/1438042987174.71_20150728002307-00233-ip-10-236-191-2_314898107_9.json |
6a4f4a19_Poetry_Form___The_Rengay__rengay | [Characteristic] Theme. [renku] The renku either has no explicit theme or wanders further from the theme in its shifting. [rengay] | The rengay is thematic; it develops a theme. | [] | Poetry Form - The Rengay | rengay | http://www.baymoon.com/~ariadne/form/rengay.htm | 20/1438042987174.71_20150728002307-00233-ip-10-236-191-2_314898107_9.json |
6a4f4a19_Poetry_Form___The_Rengay__rengay | [Characteristic] Control. [renku] Acceptability of renku links is controlled by the "renku master". [rengay] | Acceptability of rengay links is controlled by participant poets. | [] | Poetry Form - The Rengay | rengay | http://www.baymoon.com/~ariadne/form/rengay.htm | 20/1438042987174.71_20150728002307-00233-ip-10-236-191-2_314898107_9.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] When Dr Drew Carter tragically lost his ten-year old son in a car accident, he didn’t expect to lose his whole family as well. Since the accident, his wife, Julia, blames the accident on herself while their daugther feels increasingly more rejected by her own mother. When Dr Miller refers Johny, a foster child with leukemia, to Drew, the wheels start to turn. Is there a chance to heal Drew’s family? Does Johny have a special mission to fulfil? [Title] | Johny | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] After serving a ten-year prison sentence, Lee Ferguson returns to the small town where he was raised. There he meets Katie but their relationship is threatened by a scheming coworker and a violent past which will not stay buried. When a mysterious stranger knocks on his door, Lee is suddenly confronted with the choices he made long ago. He must now decide how far he is willing to go to seek redemption. The Path of the Wind is a compelling story of love, vengeance, and forgiveness, and the powers we choose to let guide us [Title] | The path of the wind | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] Ray, a news cameraman is assigned to capture Haiti in the aftermath of the 2010 earthquake that left over 300,000 dead. In the midst of the catastrophic damage Ray is forced to choose between doing his job and stepping out from behind the lens to help the victims. When he sets down his camera to rescue Marie, a Haitian mother who is trapped beneath the heavy debris of her former home, Ray opens his eyes to his own humanity [True story] yes [Title] | Eyes to see | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] If college student Caleb argues what he truly believes about abortion, he stands to lose the most important competition of his life-and the support of his mother. If he softens his stance, he might win the coveted title…but lose the heart of his teammate Rachel in the process. Come what may is a vivid reminder that choosing what’s right is never easy…but it’s always worth the cost. [Title] | Come what may | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] Beautiful Rivka is a twelve-year-old Jewish girl who believes in Jesus. But when her father suddenly dies, Rivka’s life changes forever. She ends up moving in with her traditional Jewish relatives. From her stormy relationship with her uncle, to a meeting with the synagogue’s senior rabbi, to the attention of the cutest boy in the synagogue, Rivka is caught in the crossfire of strong feelings between two faith communities. Her story is told with humor, compassion and grace [Title] | The sound of the spirit | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] The city -and all of its influences-is all these kids have ever known…and they think it’s all there is…But is it? [True story] yes [Title] | Set apart | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] Jay Austin wants to sell used cars making as much money as possible. But then he comes across a classic convertible, and there begins a ride of his life as he learns to honor God with his business, his relationships, and his life! [Title] | Flywheel | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] Angus, a Zambian farmer of Scottish heritage, leaves his farm in the mist of political unrest and racially charged land and travels to South Africa to start a better life. Faced with ever mounting challenges, hardships and personal turmoil, Angus quickly spirals down into a life consumed by anger, fear and destruction. He needs a miracle-and it happens… [True story] yes [Title] | Faith like potatoes | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] This is a story of Hansie, South Africa’s golden cricket captain. He was destined for greatness…but, his greatest battle was not on the field… [True story] yes [Title] | Hansie | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] As the curtain rises, Hannah steps onto the stage…only to collapse moments later. Countless medical tests all point to one underlying factor: Hannah’s difficult birth. The doctors diagnosis is nothing cmpared to her parents’ revelaion: Hannah was adopted-after a failed abortion attempt. Bewildered, angered and confused, Hannah embarks on an incredible journey with Jason, her oldest friend. As she searches to discover her hidden past and find hope for her unknown future, Hannah realizes life can be so much more than you’ve planned. [Title] | October baby | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] John Groberg, a farm kid from Idaho Falls, crosses an ocean to become a missionary in the remote and exotic Tongan islands during the 1950’s while his girlfriend stays in the USA. Can their love survive and can he reach out to the Tongan people? [True story] yes [Title] | The other side of heaven | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] When a gunman killed five Amish children and injured five others in a Nickel Mines, Pennsylvania schoolhouse shooting in October of 2006, the world media attention rapidly turned from the tragic events to the extraordinary forgiveness demonstrated by the Amish community. Through the eyes of a grieving mother, Ida Graber, and other devastated families, this movie explores the Amish’s astonishing reaction to the horrific shootings – of forgiveness and compassion. [True story] yes [Title] | Amish grace | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
5b4b33a4_olStanborough_Secondary_School__Title | [Back of the DVD] Beautiful Katie Lapp has always felt something missing in her simple Amish existence — until a mysterious “Englisher” comes to Lancaster County looking for the baby girl she gave up for adoption 19 years ago. [Title] | The Shunning | [] | New DVD Arrivals - Stanborough Secondary SchoolStanborough Secondary School | Title | http://www.spsch.org/new-dvds-library-half-term-iii-arrivals/ | 20/1438042987174.71_20150728002307-00330-ip-10-236-191-2_719482006_0.json |
6351be55_Ben_Haley__Scale | [Example Question] I feel like an outsider at school. 0.2 [Scale] | Sense of belonging | [
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6351be55_Ben_Haley__Scale | [Example Question] I give up easily. 0.5 [Scale] | Perseverance | [
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6351be55_Ben_Haley__Scale | [Example Question] I am quick to understand things. 1 [Scale] | Openness to problem solving | [
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6351be55_Ben_Haley__Scale | [Example Question] Whether or not I do well in mathematics is completely up to me. 1 [Scale] | Perceived control of success | [
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6351be55_Ben_Haley__Scale | [Example Question] I do mathematics because I enjoy it. 0.5 [Scale] | Intrinsic motivation to learn | [
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6351be55_Ben_Haley__Scale | [Example Question] I will learn many things in mathematics that will help me get a job. 0.5 [Scale] | Extrinsic motivation to learn | [
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6351be55_Ben_Haley__Scale | [Example Question] I can understanding graphs presented in newspapers. 1.5 [Scale] | Self-efficacy | [
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6351be55_Ben_Haley__Scale | [Example Question] I learn mathematics quickly. 1 [Scale] | Self-concept | [
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6351be55_Ben_Haley__Scale | [Example Question] I get very nervous doing mathematics problems. 1 [Scale] | Anxiety | [
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faf1e0b1__Resources_Grade_3___Description | [Grade Level] Grade 3 Contributed by Kathi Byington, Teacher at Aspen Elementary Thousand Oaks, CA [Activity] Memorybook1.jpg Memorybook2.jpg Memorybook3.jpg Memorybook4.jpg [Description] | Every month, my students write a summary of their month's work. We remember our activities by "Act" or school trimester and "Scene" or month of the year. At the end, we either write a couplet that summarizes how we felt about the month or try to substitute Shakespearean language for our modern day English. | [] | <Resources Grade 3> | Description | http://www.kingsmenshakespeare.org/old/set/ResourcesGrade3.php | 30/1438042986625.58_20150728002306-00215-ip-10-236-191-2_546610209_0.json |
faf1e0b1__Resources_Grade_3___Description | [Grade Level] Grade 3 Contributed by Kathi Byington, Teacher at Aspen Elementary Thousand Oaks, CA [Activity] Queenbook Photo2 Photo3 Photo4 [Description] | This was our cloth book which included a biography of Queen Elizabeth I. The summary was written using the Step Up To Writing program used by most schools in the Conejo Valley to teach writing skills. | [] | <Resources Grade 3> | Description | http://www.kingsmenshakespeare.org/old/set/ResourcesGrade3.php | 30/1438042986625.58_20150728002306-00215-ip-10-236-191-2_546610209_0.json |
faf1e0b1__Resources_Grade_3___Description | [Grade Level] Grade 3 Contributed by Kathi Byington, Teacher at Aspen Elementary Thousand Oaks, CA [Activity] Birdhouse.jpg [Description] | This was a birdhouse I made displaying seeds from the various flowers Shakespeare mentioned in his plays. My class then planted a "Shakespeare's Garden," with each child responsible for caring for a plant, such as rosemary, and finding the verse that the plant was actually mentioned in Shakespeare's work. | [] | <Resources Grade 3> | Description | http://www.kingsmenshakespeare.org/old/set/ResourcesGrade3.php | 30/1438042986625.58_20150728002306-00215-ip-10-236-191-2_546610209_0.json |
faf1e0b1__Resources_Grade_3___Description | [Grade Level] Grade 3 Contributed by Kathi Byington, Teacher at Aspen Elementary Thousand Oaks, CA [Activity] Gameboard.jpg Gambeboard Rules Game Board Directions in PDF format [Description] | After reading "A Midsummer Night's Dream," I have my students create a game board using the characters and problems in the play. They create game cards and tokens and then share their boards with another third grade class (usually during the last week of school when we are performing our play in the classroom) | [] | <Resources Grade 3> | Description | http://www.kingsmenshakespeare.org/old/set/ResourcesGrade3.php | 30/1438042986625.58_20150728002306-00215-ip-10-236-191-2_546610209_0.json |
faf1e0b1__Resources_Grade_3___Description | [Grade Level] Grade 3 Contributed by Kathi Byington, Teacher at Aspen Elementary Thousand Oaks, CA [Activity] Storyboard.jpg Storyboard Handout in PDF format [Description] | This was a storyboard based on one favorite scene from the play. Skill taught was dialogue. | [] | <Resources Grade 3> | Description | http://www.kingsmenshakespeare.org/old/set/ResourcesGrade3.php | 30/1438042986625.58_20150728002306-00215-ip-10-236-191-2_546610209_0.json |
faf1e0b1__Resources_Grade_3___Description | [Grade Level] Grade 3 Contributed by Kathi Byington, Teacher at Aspen Elementary Thousand Oaks, CA [Activity] Timeline.jpg Blank Timeline Form in PDF format [Description] | After reading Shakespeare's biography, I had the children draw Shakespeare's portrait and then choose what they felt were the most important events in his life.- | [] | <Resources Grade 3> | Description | http://www.kingsmenshakespeare.org/old/set/ResourcesGrade3.php | 30/1438042986625.58_20150728002306-00215-ip-10-236-191-2_546610209_0.json |
faf1e0b1__Resources_Grade_3___Description | [Grade Level] Grade 3 Contributed by Kathi Byington, Teacher at Aspen Elementary Thousand Oaks, CA [Activity] 3Dportrait.jpg audience.jpg [Description] | These were two ways to talk about who went to Shakespeare's plays. The 3D version actually "looks" at you when you walk by it (think the faces in Disneyland's Haunted House). | [] | <Resources Grade 3> | Description | http://www.kingsmenshakespeare.org/old/set/ResourcesGrade3.php | 30/1438042986625.58_20150728002306-00215-ip-10-236-191-2_546610209_0.json |
faf1e0b1__Resources_Grade_3___Description | [Grade Level] Grade 3 Contributed by Kathi Byington, Teacher at Aspen Elementary Thousand Oaks, CA [Activity] Claymask.jpg [Description] | After studying "Midsummer," I have the student's pick their favorite character and then make a clay mask. With it they create a 6 senses poem - describing the character by how he/she would use his/her six senses in the play. | [] | <Resources Grade 3> | Description | http://www.kingsmenshakespeare.org/old/set/ResourcesGrade3.php | 30/1438042986625.58_20150728002306-00215-ip-10-236-191-2_546610209_0.json |
faf1e0b1__Resources_Grade_3___Description | [Grade Level] Grade 3 Contributed by Kathi Byington, Teacher at Aspen Elementary Thousand Oaks, CA [Activity] Watercolor.jpg [Description] | I used this technique to have the students paint their versions of Oberon's magical forest of Illyria. The poem form "Is there a Poem in...?" accompanies this art form. I also included a closeup of this artwork. | [] | <Resources Grade 3> | Description | http://www.kingsmenshakespeare.org/old/set/ResourcesGrade3.php | 30/1438042986625.58_20150728002306-00215-ip-10-236-191-2_546610209_0.json |
57674463_m___Wonder_Boy_In_Monster_Land_he_Sphinx_Questions_on_Round_6_Question | [Betty's Clue] Sphinx was seasick [Answer] Afterburner [Question] | WHICH GAME HAVE I BEEN PLAYING? | [] | Captain Williams =/\= | SEGA Master System | Wonder Boy In Monster Land | Question | http://www.captainwilliams.co.uk/sega/mastersystem/wonderboy2/wonderboy2.php | 30/1438042986625.58_20150728002306-00122-ip-10-236-191-2_352178138_7.json |
57674463_m___Wonder_Boy_In_Monster_Land_he_Sphinx_Questions_on_Round_6_Question | [Betty's Clue] Sphinx has strange glasses [Answer] Missile Defence [Question] | WHICH GAME HAVE I BEEN PLAYING? | [] | Captain Williams =/\= | SEGA Master System | Wonder Boy In Monster Land | Question | http://www.captainwilliams.co.uk/sega/mastersystem/wonderboy2/wonderboy2.php | 30/1438042986625.58_20150728002306-00122-ip-10-236-191-2_352178138_7.json |
57674463_m___Wonder_Boy_In_Monster_Land_he_Sphinx_Questions_on_Round_6_Question | [Betty's Clue] In the morning, the Earth will erupt [Answer] Jogging [Question] | HOW DO I ALLEVIATE STRESS? | [] | Captain Williams =/\= | SEGA Master System | Wonder Boy In Monster Land | Question | http://www.captainwilliams.co.uk/sega/mastersystem/wonderboy2/wonderboy2.php | 30/1438042986625.58_20150728002306-00122-ip-10-236-191-2_352178138_7.json |
57674463_m___Wonder_Boy_In_Monster_Land_he_Sphinx_Questions_on_Round_6_Question | [Betty's Clue] The Sphinx's specialty [Answer] Drinking [Question] | HOW DO I ALLEVIATE STRESS? | [] | Captain Williams =/\= | SEGA Master System | Wonder Boy In Monster Land | Question | http://www.captainwilliams.co.uk/sega/mastersystem/wonderboy2/wonderboy2.php | 30/1438042986625.58_20150728002306-00122-ip-10-236-191-2_352178138_7.json |
57674463_m___Wonder_Boy_In_Monster_Land_he_Sphinx_Questions_on_Round_6_Question | [Betty's Clue] Yesterday our Chicken was stolen [Answer] Fried Chicken [Question] | WHAT DID I HAVE FOR DINNER? | [] | Captain Williams =/\= | SEGA Master System | Wonder Boy In Monster Land | Question | http://www.captainwilliams.co.uk/sega/mastersystem/wonderboy2/wonderboy2.php | 30/1438042986625.58_20150728002306-00122-ip-10-236-191-2_352178138_7.json |
57674463_m___Wonder_Boy_In_Monster_Land_he_Sphinx_Questions_on_Round_6_Question | [Betty's Clue] Recently our Sphinx has been on a diet [Answer] No Dinner [Question] | WHAT DID I HAVE FOR DINNER? | [] | Captain Williams =/\= | SEGA Master System | Wonder Boy In Monster Land | Question | http://www.captainwilliams.co.uk/sega/mastersystem/wonderboy2/wonderboy2.php | 30/1438042986625.58_20150728002306-00122-ip-10-236-191-2_352178138_7.json |
57674463_m___Wonder_Boy_In_Monster_Land_he_Sphinx_Questions_on_Round_6_Question | [Betty's Clue] Recently, I have heard sounds of breaking glass [Answer] Golf [Question] | MY FAVORITE HOBBY? | [] | Captain Williams =/\= | SEGA Master System | Wonder Boy In Monster Land | Question | http://www.captainwilliams.co.uk/sega/mastersystem/wonderboy2/wonderboy2.php | 30/1438042986625.58_20150728002306-00122-ip-10-236-191-2_352178138_7.json |
57674463_m___Wonder_Boy_In_Monster_Land_he_Sphinx_Questions_on_Round_6_Question | [Betty's Clue] So noisy at night [Answer] Karaoke [Question] | MY FAVORITE HOBBY? | [] | Captain Williams =/\= | SEGA Master System | Wonder Boy In Monster Land | Question | http://www.captainwilliams.co.uk/sega/mastersystem/wonderboy2/wonderboy2.php | 30/1438042986625.58_20150728002306-00122-ip-10-236-191-2_352178138_7.json |
6a510f9f_آرمان_پویش__Arman_Pouyesh____Usage | [English] from [Example] a present from Jane [Usage] | who gave it | [] | آرمان پویش (Arman Pouyesh ) | Usage | http://mirzaiee.persianblog.ir/page/prepositions | 30/1438042986357.49_20150728002306-00227-ip-10-236-191-2_171724195_2.json |
6a510f9f_آرمان_پویش__Arman_Pouyesh____Usage | [English] of [Example] a page of the book the picture of a palace [Usage] | who/what does it belong to what does it show | [] | آرمان پویش (Arman Pouyesh ) | Usage | http://mirzaiee.persianblog.ir/page/prepositions | 30/1438042986357.49_20150728002306-00227-ip-10-236-191-2_171724195_2.json |
6a510f9f_آرمان_پویش__Arman_Pouyesh____Usage | [English] by [Example] a book by Mark Twain [Usage] | who made it | [] | آرمان پویش (Arman Pouyesh ) | Usage | http://mirzaiee.persianblog.ir/page/prepositions | 30/1438042986357.49_20150728002306-00227-ip-10-236-191-2_171724195_2.json |
6a510f9f_آرمان_پویش__Arman_Pouyesh____Usage | [English] on [Example] on foot, on horseback get on the bus [Usage] | walking or riding on horseback entering a public transport vehicle | [] | آرمان پویش (Arman Pouyesh ) | Usage | http://mirzaiee.persianblog.ir/page/prepositions | 30/1438042986357.49_20150728002306-00227-ip-10-236-191-2_171724195_2.json |
6a510f9f_آرمان_پویش__Arman_Pouyesh____Usage | [English] in [Example] get in the car [Usage] | entering a car / Taxi | [] | آرمان پویش (Arman Pouyesh ) | Usage | http://mirzaiee.persianblog.ir/page/prepositions | 30/1438042986357.49_20150728002306-00227-ip-10-236-191-2_171724195_2.json |
6a510f9f_آرمان_پویش__Arman_Pouyesh____Usage | [English] off [Example] get off the train [Usage] | leaving a public transport vehicle | [] | آرمان پویش (Arman Pouyesh ) | Usage | http://mirzaiee.persianblog.ir/page/prepositions | 30/1438042986357.49_20150728002306-00227-ip-10-236-191-2_171724195_2.json |
6a510f9f_آرمان_پویش__Arman_Pouyesh____Usage | [English] out of [Example] get out of the taxi [Usage] | leaving a car / Taxi | [] | آرمان پویش (Arman Pouyesh ) | Usage | http://mirzaiee.persianblog.ir/page/prepositions | 30/1438042986357.49_20150728002306-00227-ip-10-236-191-2_171724195_2.json |
6a510f9f_آرمان_پویش__Arman_Pouyesh____Usage | [English] by [Example] prices have risen by 10 percent by car, by bus [Usage] | rise or fall of something travelling (other than walking or horseriding) | [] | آرمان پویش (Arman Pouyesh ) | Usage | http://mirzaiee.persianblog.ir/page/prepositions | 30/1438042986357.49_20150728002306-00227-ip-10-236-191-2_171724195_2.json |
6a510f9f_آرمان_پویش__Arman_Pouyesh____Usage | [English] at [Example] she learned Russian at 45 [Usage] | for age | [] | آرمان پویش (Arman Pouyesh ) | Usage | http://mirzaiee.persianblog.ir/page/prepositions | 30/1438042986357.49_20150728002306-00227-ip-10-236-191-2_171724195_2.json |
6a510f9f_آرمان_پویش__Arman_Pouyesh____Usage | [English] about [Example] we were talking about you [Usage] | for topics, meaning what about | [] | آرمان پویش (Arman Pouyesh ) | Usage | http://mirzaiee.persianblog.ir/page/prepositions | 30/1438042986357.49_20150728002306-00227-ip-10-236-191-2_171724195_2.json |
4403c639_Animals_Matching_Worksheet__Definition_s_ | [Answer] ______ [Word] 1. adapt [Definition(s)] | A. A classification of vertebrate animals that are warm-blooded, feathered, and lay eggs. | [] | Animals Matching Worksheet | Definition(s) | http://www.vocabmaker.com/freeworksheets/animals/matching.html | 30/1438042986625.58_20150728002306-00210-ip-10-236-191-2_808385537_4.json |
4403c639_Animals_Matching_Worksheet__Definition_s_ | [Answer] ______ [Word] 2. camouflage [Definition(s)] | B. The interaction of organisms with their immediate environment or habitat that provides a functional, beneficial, and self-sustaining co-existence. | [] | Animals Matching Worksheet | Definition(s) | http://www.vocabmaker.com/freeworksheets/animals/matching.html | 30/1438042986625.58_20150728002306-00210-ip-10-236-191-2_808385537_4.json |
4403c639_Animals_Matching_Worksheet__Definition_s_ | [Answer] ______ [Word] 3. habitat [Definition(s)] | C. The term used to describe animals that eat both plants and meat. | [] | Animals Matching Worksheet | Definition(s) | http://www.vocabmaker.com/freeworksheets/animals/matching.html | 30/1438042986625.58_20150728002306-00210-ip-10-236-191-2_808385537_4.json |
4403c639_Animals_Matching_Worksheet__Definition_s_ | [Answer] ______ [Word] 4. ecosystem [Definition(s)] | D. The characteristics of the native environment in which an animal normally lives. | [] | Animals Matching Worksheet | Definition(s) | http://www.vocabmaker.com/freeworksheets/animals/matching.html | 30/1438042986625.58_20150728002306-00210-ip-10-236-191-2_808385537_4.json |
4403c639_Animals_Matching_Worksheet__Definition_s_ | [Answer] ______ [Word] 5. mammal [Definition(s)] | E. The ability of an animal to change its behavior and characteristics in order to survive in its environment. | [] | Animals Matching Worksheet | Definition(s) | http://www.vocabmaker.com/freeworksheets/animals/matching.html | 30/1438042986625.58_20150728002306-00210-ip-10-236-191-2_808385537_4.json |
4403c639_Animals_Matching_Worksheet__Definition_s_ | [Answer] ______ [Word] 6. reptile [Definition(s)] | F. An animal that hunts or attacks another animal as a food source. | [] | Animals Matching Worksheet | Definition(s) | http://www.vocabmaker.com/freeworksheets/animals/matching.html | 30/1438042986625.58_20150728002306-00210-ip-10-236-191-2_808385537_4.json |
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